ISCAP Proceedings: Abstract Presentation
Virtual Reality as an Experiential Learning Tool in Information Systems Education: A Work in Progress
Rajaa Shindi
New Mexico State University
Jiaqi Zhang
New Mexico State University
Abstract
Virtual Reality (VR) is increasingly being examined as an experiential learning technology capable of providing immersive, interactive, and repeatable environments in which students can apply knowledge rather than only receive information. Prior research provides evidence for its educational potential, while also identifying important methodological gaps. A systematic review of 29 experimental studies comparing immersive VR with less immersive instructional approaches found that most studies reported advantages for immersive VR, particularly for complex, conceptual, and procedural learning tasks. However, the review also found that many interventions were short-term, relied heavily on knowledge tests, and were concentrated in science and engineering disciplines. Importantly for computing education, the review identified a software engineering study in which students participating in an immersive VR learning experience scored approximately **12% higher** than students who did not receive the VR intervention. These findings suggest a need for additional empirical investigation of immersive learning within Information Systems (IS) education.
This work-in-progress study investigates the effectiveness of VR as an experiential learning tool for undergraduate and graduate Information Systems courses at New Mexico State University (NMSU). NMSU has established an immersive-learning infrastructure that supports approximately 1,500 student engagements annually across 15 academic departments, providing an institutional environment for examining VR-based instructional strategies across disciplines. Building on this capacity, the proposed study focuses specifically on the development, implementation, and evaluation of immersive learning activities aligned with core IS competencies.
VR-supported modules will be developed for selected topics including **cybersecurity, business process analysis, database design, data analytics, and cloud infrastructure**. Rather than positioning VR as a replacement for conventional instruction, the intervention will integrate immersive scenarios with existing lectures, demonstrations, laboratory activities, cases, and reflection exercises. Students will encounter authentic or simulated professional situations requiring them to identify problems, interpret information, make decisions, apply technical knowledge, and reflect on their actions.
The study will examine whether participation in VR-supported experiential learning is associated with changes in conceptual understanding, student engagement, confidence, perceived usefulness, and ability to apply IS concepts to realistic problems. A mixed-method research design is proposed. Quantitative data may include pre- and post-intervention assessments, Likert-scale surveys, activity performance measures, and comparisons of learning outcomes. Qualitative data will include student reflections, open-ended responses, instructor observations, and feedback regarding usability and learning experiences. Where feasible, outcomes from students completing immersive activities will be compared with outcomes from students receiving conventional or non-immersive instructional activities.
The study is guided by the following central research question: To what extent does VR-supported experiential learning influence students' understanding, engagement, confidence, and application of Information Systems knowledge? Secondary questions will examine which types of IS learning activities benefit most from immersion and what usability, accessibility, cognitive-load, and implementation challenges influence learning outcomes.